It’s mid-October and the reality of the school year has set in. The leaves are turning, the weather is getting colder and wetter, and darkness is creeping up around the edges of the day. School is reestablishing itself as a consistent pattern in students’ lives. This is when cracks begin to show. Don’t fear the reset.
Teachers begin the year with the best of intentions: “This is the year that I’ll be planned out a week in advance.” “This year, I’ll get it will all come together and run smoothly.” These intentions are even more extreme with new teachers. The optimistic, excited idealism, while helpful in August preparations, can quickly become battered, and worn by mid-October. The young teacher easily falls into a repetitive funk, realizing the routines and procedures they established in September are insufficient. It is a quick step into a swamp of cynicism leading to the laments of Cubs fans the world over: “maybe next year will be better.”
You are not a victim of Cubs’ management. This is your classroom and you have the autonomy to take matters into your own hands. Reset the classroom expectations. Right now.
“Right now? How do I make the time? I’ve got all this content to cover.”
There is a assumed need to justify time spend on non-curricular topics. We are expected to teach routines at the beginning of the year and there is a perception that once taught, they shouldn’t be revisited. After all, if it was done correctly, the students should know the expectations. Right?
It can feel like a step backward to revisit proper bathroom procedure six weeks after you thought you had it established, but we need to remember that anything new takes practice and repetition in order to become habitual. As adults, how often do we need to be reminded to go to the gym or eat healthy before it becomes a normal part of our lives? Students need time and repetition as well.
Teaching routines, procedures, and expectations is not a deviation from curriculum. Classroom procedures work in the service of curriculum and help the classroom function more smoothly, allowing for maximum effective use of limited time. If these routines and procedures break down midway through the year they need to be repaired. You are not losing time by revisiting routines. Quite the opposite.
If it is broken: fix it. A routine that’s slipped from consistent to inconsistent is no longer a routine, and it needs to be reestablished. Perhaps the routine needs to be modified so that it cam be maintained more easily. The purpose of a routine for quickly turning in papers is to increase efficiency, and thereby gain more instructional time. Less time collecting papers equals more time teaching. If the routine is no longer a time-saver, it needs to be re-taught and the best time to start is right now. The same goes for any expectations around behavior, respect, quality of work, or using the bathroom.
Starting right away is the best option. You simply go the shortest amount of time with the ineffective routine. Beyond this, however, beginning to correct issues immediately serves as strong, lifelong, modeling for students. It is powerful for young people to see an adult take immediate action. They see that the teacher has high expectations, and the willingness to course-correct. Having the vulnerability to admit a mistake, and take the actions necessary to fix that mistake is a powerful show of awareness, confidence, and strength. All virtues we would hope to instill and develop in our students.
It comes down to the central concept of teaching: if you want something done right, you need to teach the right way to do it. If your students are not performing how you want them to, you need to keep teaching them until they get it right. Regardless of the topic, it takes accountability, persistence, and a willingness to go back and fix issues. PIck your area for change and start right now.